Searching ......
Close reading of selected texts to explore the language used to describe characters, settings, problems and solutions. Focus on: Plot
Setting
Characterisation
Structure
Students and teacher select an extract from a narrative they have read and enjoyed. In small groups they read this aloud and talk about why this extract was chosen to share. It is sometimes beneficial to have boys and girls working in gender groupings as boys are more likely to contribute to discussions about books that interest them.
Develop charts which describe:
Continue to add to these charts throughout the unit (provides a very good basis for students when they write in narrative form).
Read as many narrative texts as possible to the students and discuss the structure of these when appropriate (but not to the detriment of the students' enjoyment during the first reading of the story). Have the students share a range of fiction – favourite sophisticated picture books, novels, and authors with the class.
Teachers can arouse students' interest in books by introducing books they have enjoyed and reading extracts from them. As students finish their books, provide opportunities for them to promote books by "book selling" them. Other students will often want to read the book as well. When "book selling", encourage students to:
Have the students keep a reading_log (RTF 10KB) and complete a retrieval (RTF 16KB) on four narratives they have read during the unit.
Invite authors and illustrators to share and discuss their work with your class. Have students plan questions to ask in advance of the author visit.
Explore the language of narrative through shared, guided, and independent reading. How does the language help us learn about aspects of the story such as characters and setting? Question and talk about author's choice of language (words and phrases) to convey a message.
Students select a character from a narrative they have read and write an explosion chart about their character. In small groups share and explain reasons for choices and the language used to describe their character.
Students work in pairs or small groups and role-play an extract from a book they have read. Explore the language of direct speech then create a situation and have the students role-play what they think the characters would say in this situation.
Provide photos, drawings, and illustrations from magazines or newspapers. Students select two or more characters. What might these two characters be saying to each other? Write the conversation using speech bubbles.
Students draw a character and write an explosion chart describing this character. Pair up with someone else and write and role play what these two characters might say to each other. Write the imagined conversation using speech bubbles.
Create a situation and list the characters. Ask the students to role play or draw and write speech bubbles of the conversation between two of these characters (for example an old person, a child, a teenager, someone in hospital, two opposing sports people, an actor). Make a cartoon strip to sequence the events leading up to and following the conversation.
Model oral story telling to the students.
Invite a "story teller" to the class to entertain as well as demonstrate the art of story telling. Invite parents, members of the community, teachers in the school to read or tell a story to the students.
Provide opportunities for the students to practise story telling (see Student Directed Theatre from the Writing for Publication unit).
Introduce a regular story-telling time. Set up a "buddy" story-telling system with another class in the school (perhaps with younger students in the school).
Encourage students to think about:
Encourage students to "zoom in" to get a close-up look at the main characters. If the students can create a vivid picture of the characters and the setting in their minds they can remember the story more easily.
Provide opportunities for the students to experiment with dialogue. Teacher begins an original or well-known story and, moving around the group the students add to and complete the story. The group is in a circle (for students who are reluctant to participate, introduce a "stress ball" or a "talking stick" - any long stick will do).
Interview a character from a well-known book. Work in pairs, one to be the character the other the reporter. The reporter asks questions, related to the story. This interaction can be taped and played back to the class at a later date or used as an activity in the learning centre.
Drama resource – Storytelling : Storytelling is one of the simplest and perhaps most compelling forms of dramatic and imaginative activity. This website offers a set of strategies and techniques, including video clips, on how to work with students to engage in the art of storytelling.
School Journal, Level 2, June 2023 (connects to the theme of "getting the message") School Journal, Level 3, June 2023 (connects to the theme of “the living sea”) School Journal, Level 4, June 2023 ... Read more »
« Previous Next » 1... 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 ...1214
